Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-03-31
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Title: Quality Teaching by Design for Learning ... or Brunelleschi's egg
Abstract: The didactic design has evolved in the last half century by passing from the project of learning project education, then on a project for learning, up to teaching theories as a design science (Collins, 1992; Laurillard 2012).The project for learning is, in this context, seen constructively as a communication artifact, a vehicle to share ideas, to generate social energy in the community of practice (Suchman, 1987; Wenger, 1998) and, ultimately, to make learning possible (Ramsden, 1992).The constructivist design is based on tools and languages that median and facilitate communication and practices (Ghislandi, Raffaghelli, & Amp; Yang, 2013).As an example of tools for the design, the Rubrics Adastra are presented, a project in progress at LABIA-LABORATORIORY INNOVATORY IMAGEIC Didactic, of the Department- Department of Psychology and Cognitive Sciences, which we are creating and evaluating through a methodology that is well suitable for this purpose: the DBR-Designbased Research.In this theoretical framework, the use of teaching technologies is inscribed, as they make the design for learning explicit and acceptable, thus facilitating the Scholarship of Teaching and Learning.(Boyers, 1990) On the basis of the conditions presented in the paper, it is argued that the quality of teaching depends on a good project for learning.That is, a wise, iterative, participated, located, eclectic project. The conclusion is entrusted to the anecdote of the "Brunelleschi egg".Who better than Messer Brunelleschi (with his extraordinary project of an innovative dome) could be borrowed to talk about design? (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Quality teaching by design for learning ... o dell'uovo di Brunelleschi
Abstract: La progettazione didattica si è evoluta nell'ultimo mezzo secolo passando da progetto dell'istruzione a progetto dell'apprendimento, poi a progetto per l'apprendimento, fino ad arrivare alle teorie di insegnamento come scienza della progettazione (Collins, 1992; Laurillard 2012). Il progetto per l'apprendimento è, in questo contesto, visto costruttivamente come un artefatto di comunicazione, un veicolo per condividere le idee, per generare energia sociale nella comunità di pratica (Suchman, 1987; Wenger, 1998) e, in definitiva, per rendere l'apprendimento possibile (Ramsden, 1992). La progettazione costruttivista è basata su strumenti e linguaggi che mediano e facilitano la comunicazione e le pratiche (Ghislandi, Raffaghelli, & Yang, 2013). Come esempio di strumenti per la progettazione si presentano le rubric adAstra, un progetto in corso presso labINDIA-laboratorio Innovazione Didattica Accademica, del Dipsco - Dipartimento di Psicologia e Scienze Cognitive, che stiamo creando e valutando attraverso una metodologia che ben si presta a questo scopo: la DBR- DesignBased Research. In questo quadro teorico si inscrive l'uso di tecnologie per la didattica, poichè rendono esplicito e condivisibile il design per l'apprendimento, facilitando così la Scholarship of Teaching and Learning. (Boyers, 1990)Sulla base dei presupposti presentati nel paper si sostiene che la qualità della didattica dipende da un buon progetto per l'apprendimento. Ovvero un progetto sapiente, iterativo, partecipato, situato, eclettico.La conclusione è affidata all'aneddoto dell'"uovo di Brunelleschi". Chi meglio di messer Brunelleschi (con il suo straordinario progetto di una innovativa cupola) potrebbe essere preso a prestito per parlare di progettazione?
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Title: Enseignement de qualité par conception pour l'apprentissage ... ou l'œuf de Brunelleschi
Abstract: La conception didactique a évolué au cours du dernier demi-siècle en passant du projet d'apprentissage de l'éducation du projet, puis sur un projet d'apprentissage, jusqu'à l'enseignement des théories en tant que science du design (Collins, 1992; Laurillard 2012).Le projet d'apprentissage est, dans ce contexte, considéré de manière constructive comme un artefact de communication, un véhicule pour partager des idées, pour générer de l'énergie sociale dans la communauté de pratique (Suchman, 1987; Wenger, 1998) et, finalement, pour rendre l'apprentissage possible (Ramsden, 1992).La conception constructiviste est basée sur des outils et des langues qui médian et facilitent la communication et les pratiques (Ghislandi, Raffaghelli, & amp; Yang, 2013).À titre d'exemple d'outils pour la conception, les rubriques Adastra sont présentées, un projet en cours chez les laboratoriorys innovants didactiques, du département de psychologie et des sciences cognitives, que nous créons et évaluons grâce à une méthodologie bien adaptée à cet objectif: la recherche DBR-déception.Dans ce cadre théorique, l'utilisation des technologies d'enseignement est inscrite, car ils rendent la conception de l'apprentissage explicite et acceptable, facilitant ainsi la bourse de l'enseignement et de l'apprentissage.(Boyers, 1990) Sur la base des conditions présentées dans le document, il est avancé que la qualité de l'enseignement dépend d'un bon projet d'apprentissage.Autrement dit, un projet éclectique sage, itératif, a participé, situé. La conclusion est confiée à l'anecdote de "l'œuf de Brunelleschi".Qui mieux que Messer Brunelleschi (avec son projet extraordinaire de dôme innovant) pourrait être emprunté pour parler de conception? (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Enseñanza de calidad por diseño para el aprendizaje ... o el huevo de Brunelleschi
Abstract: El diseño didáctico ha evolucionado en el último medio siglo al pasar del Proyecto de Educación del Proyecto de Aprendizaje, luego en un proyecto para el aprendizaje, a las teorías de enseñanza como ciencia del diseño (Collins, 1992; Laurillard 2012).El proyecto para el aprendizaje es, en este contexto, verse constructivamente como un artefacto de comunicación, un vehículo para compartir ideas, generar energía social en la comunidad de práctica (Suchman, 1987; Wenger, 1998) y, en última instancia, para hacer posible el aprendizaje (Ramsden, 1992).El diseño constructivista se basa en herramientas e idiomas que median y facilitan la comunicación y las prácticas (Ghislandi, Raffaghelli, & amp; Yang, 2013).Como ejemplo de herramientas para el diseño, se presentan los Rubrics Adastra, un proyecto en progreso en la didáctica Imageic Imageic Innovatory de Labia-Laboratoryer del Departamento de Psicología y Ciencias Cognitivas, que estamos creando y evaluando a través de una metodología que es bien adecuada para este propósito: la investigación basada en DBR.En este marco teórico, se inscribe el uso de tecnologías de enseñanza, ya que hacen que el diseño para el aprendizaje sea explícito y aceptable, facilitando así la beca de la enseñanza y el aprendizaje.(Boyers, 1990) Sobre la base de las condiciones presentadas en el documento, se argumenta que la calidad de la enseñanza depende de un buen proyecto para el aprendizaje.Es decir, un proyecto ecléctico sabio, iterativo, participado, ubicado y ubicado. La conclusión se confía a la anécdota del "huevo Brunelleschi".¿Quién mejor que Messer Brunelleschi (con su extraordinario proyecto de una cúpula innovadora) podría ser prestado para hablar sobre el diseño? (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Ensino de qualidade por design para aprender ... ou ovo de Brunelleschi
Abstract: O design didático evoluiu no último meio século ao passar do projeto de educação do projeto de aprendizagem e depois em um projeto de aprendizado, até ensinar teorias como ciência do design (Collins, 1992; Laurillard 2012).O projeto de aprendizado é, nesse contexto, visto de forma construtiva como um artefato de comunicação, um veículo para compartilhar idéias, para gerar energia social na comunidade de prática (Suchman, 1987; Wenger, 1998) e, finalmente, para tornar o aprendizado possível (Ramsden, 1992).O design construtivista é baseado em ferramentas e idiomas que mediana e facilitam a comunicação e as práticas (Ghislandi, Raffaghelli, & amp; Yang, 2013).Como exemplo de ferramentas para o design, são apresentadas o Rubrics Adastra, um projeto em andamento no Didático Imagético Innovatório de Labia-labianos, do Departamento de Psicologia e Ciências Cognitivas, que estamos criando e avaliando através de uma metodologia que é bem adequada para esse fim: a pesquisa baseada em DBR.Nesta estrutura teórica, o uso das tecnologias de ensino é inscrito, pois elas tornam o design para aprender explícito e aceitável, facilitando assim a bolsa de ensino e aprendizagem.(Boyers, 1990) Com base nas condições apresentadas no artigo, argumenta -se que a qualidade do ensino depende de um bom projeto de aprendizado.Ou seja, um projeto sábio, iterativo, participado, localizado, eclético. A conclusão é confiada à anedota do "ovo de Brunelleschi".Quem melhor do que Messer Brunelleschi (com seu projeto extraordinário de uma cúpula inovadora) poderia ser emprestado para falar sobre design? (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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